Focus Group 149th School Sofia, Bulgaria
149th School “Ivan Hadjiiski”, Sofia, Bulgaria
Date and place: 28.02.2022, 149th School “Ivan Hadjiiski”, Sofia, 14.00 – 16.30
1. Stefan Ivanov – Deputy Director
2. Rositsa Petrova – Russian language teacher
3. Tatiana Rangelova – History and Civilization teacher
4. Valeria Stoilova – Geography and Economics teacher
5. Nadezhda Ihtimanska – Primary school teacher
6. Radostina Seizova – Primary school teacher
7. Disislava Alexandrova – Resource teacher
8. Tanya Petrova – Speech therapist
9. Nikolay Ivanov – Resource teacher
10. Krum Krumov – School Psychologist
11. Antonia Vaklinova – English language teacher
Minutes: Elitsa Rangelova
1. Welcome and acquaintance with the goals of the meeting. Presentation of the participants
2. Brief presentation of the project, its goals and expected results – presentation St. Ivanov
3. The index of inclusion – a short presentation by T. Rangelova
4. Getting acquainted with the role and meaning of the documents to be discussed
5. Presentation of the project website – St. Ivanov
6. Getting acquainted with the list of questions – T. Rangelova
7. Discussion on the submitted issues. Summary of the results of the discussion, Conclusions
Index for Inclusion
List of questions
The proposed Inventory is applicable for the purposes of inclusive education in our school. Building and upgrading skills and inclusive policies for all members of the school community would help to improve the micro – and macro climate at school and make it a desirable place.
In our opinion, the inventory covers all areas of application in school. It is important to understand that the inclusive process is continuous and diverse. It is based on an understanding of equality and the opportunities to achieve positive results with each endangered student through understanding and encouragement. Clarifying the causes of difficulties and accepting differences are key approaches to success. Of course, the teacher has a very responsible role in this process, but it should not be forgotten that without the cooperation and active involvement of the family, significant improvements cannot be achieved.
We do not find any weaknesses in the proposed tools, but for our current conditions, some of the tools are more difficult to implement, for example, active cooperation with parents / family. We have cases when it is almost impossible or quite difficult to contact parents in a timely manner, or to communicate with parents whose self-esteem significantly differs from the child’s assessment at school.
Thus created, according to the needs of the school and the specific situation, the toolkit can be applied for the purposes of inclusive education, especially in a school like ours, where teachers of individual subjects work together with a psychologist, speech therapist and resource teachers. Each individual problem case is carefully studied and discussed with the participation of the class teacher.
At this stage it is not necessary to change anything in the proposed tools. It allows it to be used according to the differences of the situations and taking into account the age characteristics of the children.
During the discussion, colleagues shared the findings of their personal practice on the reasons that led to a lack of motivation among students and low engagement of some parents.
After reviewing the tools and discussing them, colleagues were asked to make a self-assessment. The results showed that the average number of points collected by the participants in the discussion corresponds to the “PROFICIENT” level.